Corey, G. (2017). Postmodern approaches. In Theory and practice of counselling and psychotherapy (10th ed.) (pp. 377-379). Cengage Learning.
Some of the key techniques that solution-focused practitioners are likely to employ include looking for differences in doing, exception questions, scaling questions, and the miracle question. If these techniques are used in a routine way without developing a collaborative working alliance, they will not lead to effective results. Murphy (2015) reminds us that these solution-focused techniques should be used flexibly and tailored to the unique circumstances of each client. Therapy is best guided by the client’s goals, perceptions, resources, and feedback. Therapy should not be determined by any absolutes or rigid standards outside the therapeutic relationship (namely, evidence-based treatments).
Pretherapy Change
Simply scheduling an appointment often sets positive change in motion. During the initial therapy session, it is common for solution-focused therapists to ask, “What have you done since you called for the appointment that has made a difference in your problem?” (de Shazer, 1985, 1988). By asking about such changes, the therapist can elicit, evoke, and amplify what clients have already done by way of making positive change. These changes cannot be attributed to the therapy process itself, so asking about them tends to encourage clients to rely less on their therapist and more on their own resources to accomplish their treatment goals.
Exception Questions
SFBT is based on the notion that there were times in clients’ lives when the problems they identify were not problematic. These times are called exceptions and represent news of difference (Bateson, 1972). Solution-focused therapists ask exception questions to direct clients to times when the problem did not exist, or when the problem was not as intense. Exceptions are those past experiences in a client’s life when it would be reasonable to have expected the problem to occur, but somehow it did not (de Shazer, 1985; Murphy, 2015).
By helping clients identify and examine these exceptions, the chances are increased that they will work toward solutions (Guterman, 2013). Once identified by an individual, these instances of success can be useful in making further changes. This exploration reminds clients that problems are not all-powerful and have not existed forever; it also provides a field of opportunity for evoking resources, engaging strengths, and positing possible solutions. The therapist asks clients what has to happen for these exceptions to occur more often.
The Miracle Question
Therapy goals are developed by using what de Shazer (1988) calls the miracle question, which is a main SFBT technique. The therapist asks, “If a miracle happened and the problem you have was solved overnight, how would you know it was solved, and what would be different?” Clients are then encouraged to enact “what would be different” in spite of perceived problems. If a client asserts that she wants to feel more confident and secure, the therapist might say: “Let yourself imagine that you leave the office today and that you are on track to acting more confidently and securely. What will you be doing differently?” This process of considering hypothetical solutions reflects O'Hanlon and Weiner-Davis's (2003) belief that changing the doing and viewing of the perceived problem changes the problem.
De Jong and Berg (2013) identify several reasons the miracle question is a useful technique. Asking clients to consider that a miracle takes place opens up a range of future possibilities. Clients are encouraged to allow themselves to dream as a way of identifying the kinds of changes they most want to see. This question has a future focus in that clients can begin to consider a different kind of life that is not dominated by a particular problem. This intervention shifts the emphasis from both past and current problems toward a more satisfying life in the future.
Scaling Questions
Solution-focused therapists also use scaling questions when change in human experiences are not easily observed, such as feelings, moods, or communication, and to assist clients in noticing that they are not completely defeated by their problem (de Shazer & Berg, 1988). For example, a woman who reported feelings of panic or anxiety might be asked: “On a scale of zero to 10, with zero being how you felt when you first came to therapy and 10 being how you feel the day after your miracle occurs and your problem is gone, how would you rate your anxiety right now?” Even if the client has only moved away from zero to 1, she has improved. How did she do that? What does she need to do to move another number up the scale? Scaling questions enable clients to pay closer attention to what they are doing and how they can take steps that will lead to the changes they desire.
Formula First Session Task
The formula first session task (FFST) is a form of homework a therapist might give clients to complete between their first and second sessions. The therapist might say: “Between now and the next time we meet, I would like you to observe, so that you can describe to me next time, what happens in your (family, life, marriage, relationship) that you want to continue to have happen” (de Shazer, 1985, p. 137). At the second session, clients can be asked what they observed and what they would like to have happen in the future. This kind of assignment offers clients hope that change is inevitable. It is not a matter of if change will occur, but when it will happen. According to de Shazer, this intervention tends to increase clients’ optimism and hope about their present and future situation. The FFST technique emphasises future solutions rather than past problems (Murphy, 2015).
Therapist Feedback to Clients
Solution-focused practitioners generally take a break of 5 to 10 minutes toward the end of each session to compose a summary message for clients. During this break therapists formulate feedback that will be given to clients after the break. The summary might contain strengths the therapist has noticed about the client during the session, signs of hope and identifying exceptions to a problem, and a commentary on what the client is already doing that is useful in moving in a desired direction (George et al., 2015).
De Jong and Berg (2015) describe three basic parts to the structure of the summary feedback: compliments, a bridge, and suggesting a task. Compliments are genuine affirmations of what clients are already doing that is leading towards effective solutions. It is important that complimenting is not done in a routine or mechanical way, but in an encouraging manner that creates hope and conveys the expectation to clients that they can achieve their goals by drawing on their strengths and successes. Second, a bridge links the initial compliments to the suggested tasks that will be given. The bridge provides the rationale for the suggestions. The third aspect of feedback consists of suggesting tasks to clients, which can be considered as homework. Observational tasks ask clients to simply pay attention to some aspect of their lives. This self-monitoring process helps clients note the differences when things are better, especially what was different about the way they thought, felt, or behaved. Behavioral tasks require that clients actually do something the therapist believes would be useful to them in constructing solutions. De Jong and Berg (2013) stress that a therapist’s feedback to clients addresses what they need to do more of and do differently in order to increase the chances of obtaining their goals.
Terminating
From the very first solution-focused interview, the therapist is mindful of working toward termination. Once clients are able to construct a satisfactory solution, the therapeutic relationship can be terminated. The initial goal-information question that a therapist often asks is, “What needs to be different in your life as a result of coming here for you to say that meeting with me was worthwhile?” Another question to get clients thinking is, “When the problem is solved, what will you be doing differently?” Through the use of scaling questions, therapists can assist clients in monitoring their progress so clients can determine when they no longer need to come to therapy (De Jong & Berg, 2013). Prior to ending therapy, therapists assist clients in identifying things they can do to continue the changes they have already made into the future. Clients can also be helped to identify hurdles or perceived barriers that could get in the way of maintaining the changes they have made.
Guterman (2013) maintains that the ultimate goal of solution-focused counselling is to end treatment. He adds: “If counsellors are not proactive in making their treatment brief by design, then in many cases counselling will be brief by default” (p. 104). Because this model of therapy is brief, present-centred and addresses specific complaints, it is very possible that clients will experience other developmental concerns at a later time. Clients can be invited to ask for additional sessions whenever they feel a need to get their life back on track or to update their story.
